Small Universities 2001 Faculty Survey Findings

• Section 1 Tables: General Computer Use
  
• Section 2 Tables: The Use of Computers in Teaching
  
• Section 3 Tables: Computer Attitudes
  
  

Section 1 Tables:

• Gender of Respondent
• Position Type: Full-time or Part-time
• Position Type: Term, Probationary or Tenured
• Length of Time Teaching Part-time at the University or College Level
• Length of Time Teaching Full-time at the University or College Level
• Importance of Teaching and Research
• Recording and Use of Your Teaching Materials Over the Last Two Years:
• Recording and Use of your Teaching Materials Over the Last Two Years: Students Recording Classes With your Permission
• Recording and Use of your Teaching Materials Over the Last Two Years: Students Recording Classes Without your Permission
• Recording and Use of your Teaching Materials Over the Last Two Years: The University Recording Classes With your Permission
• Recording and Use of your Teaching Materials Over the Last Two Years: The University Recording Classes Without your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Distributed Recordings of Your Classes With Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Distributed Recordings of Your Classes Without Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Distributed Copies of Your Paper Teaching Materials With Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Distributed Copies of Your Paper Teaching Materials Without Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Distributed Copies of Your Electronic Teaching Materials With Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Distributed Copies of Your Electronic Teaching Materials Without Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Claimed Ownership in Your Research Intellectual Property With Your Permission
• Recording and Use of Your Teaching Materials Over the Last Two Years: The University Claimed Ownership in Your Research Intellectual Property Without Your Permission
• Whether Use a Computer
• Number of Years of Computer Use
• Hours Per Week of Computer Use
• Frequency of Email for Different Purposes:
  • Frequency of Email: For Personal Use
  • Frequency of Email: For Administrative Purposes
  • Frequency of Email: To Communicate with Students
  • Frequency of Email: For Research and Professional Purposes
  • Frequency of Email: Overall
• Time Each Day Spent Reading and Sending Email
• Ability Using Computers
• Frequency of Requests for Computing Advice from Your Colleagues
• Frequency of Use of Selected Computer Programs:
  • Frequency of Computer Programs: Word Processor
  • Frequency of Computer Programs: Web Browser
  • Frequency of Computer Programs: Spreadsheet
  • Frequency of Computer Programs: Statistical Data Analysis Program
  • Frequency of Computer Programs: Web Search Engine
  • Frequency of Computer Programs: Library & Other Reference Search Engines
  • Frequency of Computer Programs: Presentation Software
  • Frequency of Computer Programs: Multimedia Authoring Tools
  • Frequency of Computer Programs: Programming Languages
  • Frequency of Computer Programs: Text Bases/Textual Analysis Software
  • Frequency of Computer Programs: Computer Games
  • Frequency of Computer Programs: HTML Editor
  • Frequency of Computer Programs: FTP Application for Web Site Maintenance
  • Frequency of Computer Programs: Database Programs
• Location of Your Course Preparation, Marking, and Writing
• Home Computer Ownership
• Sources of Funds for Home Computer Purchase:
  • Sources of Funds for Home Computer Purchase: Institution
  • Sources of Funds for Home Computer Purchase: Research Grant
  • Sources of Funds for Home Computer Purchase: Other Professional Funds
  • Sources of Funds for Home Computer Purchase: Personal Resources
• Type of Internet Connection from Home Computer
• Whether Have a Campus Office Computer
• Sources of Funds for Campus Office Computer Purchase:
  • Sources of Funds for Campus Office Computer Purchase: Institution
  • Sources of Funds for Campus Office Computer Purchase: Research Grant
  • Sources of Funds for Campus Office Computer Purchase: Other Professional Funds
  • Sources of Funds for Campus Office Computer Purchase: Personal Resources
• Type of Network Connection From Campus Office Computer
• Location of Professional Computer Use
• Comparison of Home and Office Computer Equipment
• The Adequacy of Computer Programs at Campus and Home Locations:
  • Adequacy of Computer Programs: Your Campus Office Computer/Software
  • Adequacy of Computer Programs: Your Home Office Computer/Software
  • Adequacy of Computer Programs: Computing Systems Available to My Students
• Comparison of Level of Computer Use with Others in Discipline
• Comparison of Skill Level With Others in Discipline
• Attitudes on Working with Computers:
  • Attitudes on Working with Computers: Computers Increase the Amount of Work I have to Do
  • Attitudes on Working with Computers: Computers Change the Type of Work that I Do
  • Attitudes on Working with Computers: Computers Save Me A Lot of Time
  • Attitudes on Working with Computers: Computers Waste A Lot of My Time
  • Attitudes on Working with Computers: Computers Improve the Quality of My Work
  • Attitudes on Working with Computers: Working with Computers Can be Frustrating
  • Attitudes on Working with Computers: Working with Computers Can be Satisfying
  • Attitudes on Working with Computers: I Spend A Lot of Time Fiddling with Computers
  • Attitudes on Working with Computers: Computers Enable Me to Work More Effectively
  • Attitudes on Working with Computers: I Keep Informed on the Latest Developments in Computing
  • Attitudes on Working with Computers: I Like to Customize My Essential Computer Programs
  • Attitudes on Working with Computers: I Like to Upgrade My Essential Computer Programs
  • Attitudes on Working with Computers: I Am Often Switching My Essential Computer Programs
  • Attitudes on Working with Computers: I Would Find it Easy to Switch My Essential Computer Programs
  • Attitudes on Working with Computers: It is Important to Have the Latest Computer Hardware and Software
  • Attitudes on Working with Computers: I Would Find it Difficult to Work Without Computers
  • Attitudes on Working with Computers: I Do Not Have Time to Change My Essential Computer Programs
  • Attitudes on Working with Computers: I Prefer Never to Change My Essential Computer Programs
  • Attitudes on Working with Computers: Faculty with Computer Skills Get Respect from Their Colleagues
  • Attitudes on Working with Computers: I have Committed Considerable Time and Energy to Learn My Essential Computer Programs
  • Attitudes on Working with Computers: I Would Find it Interesting to Switch My Essential Computer Programs
  • Attitudes on Working with Computers: My Computer System(s) are Complex
• Sources for the Development of Computer Knowledge:
  • Sources for the Development of Computer Knowledge: Self
  • Sources for the Development of Computer Knowledge: Institution
  • Sources for the Development of Computer Knowledge: Outside Conferences/Workshops
  • Sources for the Development of Computer Knowledge: Colleagues Within Department
  • Sources for the Development of Computer Knowledge: Colleagues in Other Departments
  • Sources for the Development of Computer Knowledge: Friend or Relative
  • Sources for the Development of Computer Knowledge: Technical Support from Your Institution
  • Sources for the Development of Computer Knowledge: Students
  • Sources for the Development of Computer Knowledge: Other
• The Use of Paper and Computer Writing Techniques:
  • Writing Techniques: Make Handwritten Notes for Your Work
  • Writing Techniques: Hand Write Sections of Documents
  • Writing Techniques: Hand Write Full Drafts of Documents
  • Writing Techniques: Print Out Drafts of Computer Based Work for Editing
  • Writing Techniques: Make Notes on a Computer
  • Writing Techniques: Write On a Computer Using Paper Notes
  • Writing Techniques: Write Directly On a Computer Without Paper Notes
  • Writing Techniques: Make Digital Backup Copies of My Work
  • Writing Techniques: Make Paper Backup Copies of My Work
• Methods for Sharing Computer Based Information:
  • Methods for Sharing Computer Based Information: Leave This Information Where I Got it and Access it From There
  • Methods for Sharing Computer Based Information: Save the Information to a Computer File So That it Can be Accessed Later
  • Methods for Sharing Computer Based Information: Save the Information to My Own Data Management System
  • Methods for Sharing Computer Based Information: Pass the Access Information (URL or Other Computer Reference) On to Someone Else
  • Methods for Sharing Computer Based Information: Pass a Saved Computer File on to Someone Else
  • Methods for Sharing Computer Based Information: Print it Out to Read it and Make Notes
  • Methods for Sharing Computer Based Information: Print it Out and Place it in a Paper File Folder to Save it
  • Methods for Sharing Computer Based Information: Print it Out and Pass it on to Someone Else
  • Methods for Sharing Computer Based Information: Email it to Someone Else
  • Methods for Sharing Computer Based Information: Email it to Myself
• The Use of Computers for Teaching Support Functions:
  • The Use of Computers for Teaching Support Functions: Preparation of Paper Handouts With a Word Processor
  • The Use of Computers for Teaching Support Functions: Preparation of Paper Tests With a Word Processor
  • The Use of Computers for Teaching Support Functions: Recording of Grades in a Spreadsheet or Other Program
  • The Use of Computers for Teaching Support Functions: Preparation of Acetate Transparencies
  • The Use of Computers for Teaching Support Functions: Preparation of My Own Lecture and Class Notes

Section 2 Tables:

• Teaching Style Inventory:
  • Teaching Style Inventory: Facts, Concepts and Principles are the Most Important Things that a Student Should Acquire
  • Teaching Style Inventory: What I Say and Do Models Appropriate Ways for Students to Think About Issues in the Content
  • Teaching Style Inventory: Students Typically Work on Course Projects Alone With Little Supervision from Me
  • Teaching Style Inventory: I Give Students Negative Feedback When Their Performance is Unsatisfactory
  • Teaching Style Inventory: I Spend Time Consulting with Students on How to Improve Their Work on Individual and/or Group Projects
  • Teaching Style Inventory: What I Have to Say About a Topic is Important for Students to Acquire a Broader Perspective on the Issues in that Area
  • Teaching Style Inventory: I Typically Show Students How and What to Do in Order to Master Course Content
  • Teaching Style Inventory: Students Design One of More Self-Directed Learning Experiences
  • Teaching Style Inventory: It is My Responsibility to Define What Students Must Learn and How They Should Learn it
  • Teaching Style Inventory: I Guide Students' Work on Course Projects by Asking Questions, Exploring Options, and Suggesting Alternative Ways to Do Things
  • Teaching Style Inventory: Lecturing is a Significant Part of How I Teach Each of the Class Sessions
  • Teaching Style Inventory: I Often Show Students How They Can Use Various Principles and Concepts
  • Teaching Style Inventory: Students Take Responsibility for Teaching Part of the Class Sessions
  • Teaching Style Inventory: This Course has Very Specific Goals and Objectives that I Want to Accomplish
  • Teaching Style Inventory: I Solicit Student Advice About How and What to Teach in My Courses
  • Teaching Style Inventory: Students Might Describe Me as a "Storehouse of Knowledge" Who Dispenses the Facts, Principles, and Concepts They Need
  • Teaching Style Inventory: Eventually, Many Students Begin to Think Like Me About Course Content
  • Teaching Style Inventory: My Approach to Teaching is Similar to a Manager of a Work Group Who Delegates Tasks and Responsibilities to Subordinates
  • Teaching Style Inventory: My Standards and Expectations Help Students Develop the Discipline They Need to Learn
  • Teaching Style Inventory: I Give Students A Lot of Personal Support and Encouragement to Do Well in this Course
• Reasons for Using Computers in Teaching:
  • Reasons for Using Computers in Teaching: Mandated by Institution
  • Reasons for Using Computers in Teaching: Computer Applications Are Used in Your Discipline
  • Reasons for Using Computers in Teaching: Students Need to Learn More Computer Techniques
  • Reasons for Using Computers in Teaching: Transfer Knowledge of Computers to Teaching
  • Reasons for Using Computers in Teaching: Interest
  • Reasons for Using Computers in Teaching: It is Expected in Your Discipline
  • Reasons for Using Computers in Teaching: Necessary to Improve Your Teaching
  • Reasons for Using Computers in Teaching: To Deal with Large Classes
  • Reasons for Using Computers in Teaching: Colleague Initiative
  • Reasons for Using Computers in Teaching: Institution Provided Incentives
  • Reasons for Using Computers in Teaching: More Effective Communication with Students
  • Reasons for Using Computers in Teaching: Build Informal Links Between Students
  • Reasons for Using Computers in Teaching: Help Students Work in Groups
  • Reasons for Using Computers in Teaching: Encourage Student Writing
  • Reasons for Using Computers in Teaching: Cover More Material
  • Reasons for Using Computers in Teaching: Cover More Remedial Material
  • Reasons for Using Computers in Teaching: Ease Student Access to Course Material
  • Reasons for Using Computers in Teaching: Computer Use is Common
  • Reasons for Using Computers in Teaching: Compensate the Lack of a Teaching Assistant
• Frequency of Use of Selected Computer Applications in Teaching:
  • Frequency of Computer Applications in Teaching: Computer Projection with Presentation Packages
  • Frequency of Computer Applications in Teaching Computer Projection for Software Demonstration
  • Frequency of Computer Applications in Teaching: Question/Answer Drill Periods
  • Frequency of Computer Applications in Teaching: Simulation/Demonstration Programs
  • Frequency of Computer Applications in Teaching: Computer Readable Paper Answer Sheets
  • Frequency of Computer Applications in Teaching: Preparation of Paper Tests with Testing Package
  • Frequency of Computer Applications in Teaching: Computer Administered Tests
  • Frequency of Computer Applications in Teaching: Email with Students a Formal Part of Course
  • Frequency of Computer Applications in Teaching: Multi-media Authoring of Course Materials
  • Frequency of Computer Applications in Teaching: Communication with Students Using Group Messaging System
  • Frequency of Computer Applications in Teaching: Tests Administered with Computers
  • Frequency of Computer Applications in Teaching: Web Page Creation
  • Frequency of Computer Applications in Teaching: Course Management and Delivery System
• Number of Courses Requiring Selected Student Computer Tasks:
  • Number of Courses Requiring Student Computer Tasks: Computer Projection for Presentations
  • Number of Courses Requiring Student Computer Tasks: Web Page Creation
  • Number of Courses Requiring Student Computer Tasks: Access Library Databases
  • Number of Courses Requiring Student Computer Tasks: Internet Materials
  • Number of Courses Requiring Student Computer Tasks: Class Message Posting
  • Number of Courses Requiring Student Computer Tasks: Email
  • Number of Courses Requiring Student Computer Tasks: Submit Word Processed or Computer Generated Paper Assignments
  • Number of Courses Requiring Student Computer Tasks: Submit Handwritten Assignments Other than Tests or Exams
  • Number of Courses Requiring Student Computer Tasks: Work in Groups
  • Number of Courses Requiring Student Computer Tasks: Submit Word Processed Computer Files
  • Number of Courses Requiring Student Computer Tasks: Submit Other Computer Files
• The Effects of Computer Technologies on Teaching:
  • The Effects of Computer Technologies on Teaching: Supplemented the Way I have Traditionally Delivered Courses
  • The Effects of Computer Technologies on Teaching: Changed the Way I have Delivered Courses
  • The Effects of Computer Technologies on Teaching: Reduced My Involvement in the Delivery of Specific Courses
  • The Effects of Computer Technologies on Teaching: Replaced my involvement in the Delivery of Specific Courses
• Number of Courses Where Computers are Used for a Selection of Teaching Activities:
  • Number of Courses Where Computers are Used for Teaching Activities: In Class Lecture Content Delivery
  • Number of Courses Where Computers are Used for Teaching Activities: Out of Class Lecture Content Delivery
  • Number of Courses Where Computers are Used for Teaching Activities: Electronic Texts Perhaps on the Internet
  • Number of Courses Where Computers are Used for Teaching Activities: Simulation and Problem Solving Software
  • Number of Courses Where Computers are Used for Teaching Activities: Focus of Student Class Activity
  • Number of Courses Where Computers are Used for Teaching Activities: Student Assignment Submission
  • Number of Courses Where Computers are Used for Teaching Activities: Instructor Communication with Students
  • Number of Courses Where Computers are Used for Teaching Activities: Student Communication with Each Other
  • Number of Courses Where Computers are Used for Teaching Activities: Assist Student Group Work
  • Number of Courses Where Computers are Used for Teaching Activities: In Class Student Work Presentations
  • Number of Courses Where Computers are Used for Teaching Activities: Out of Class Student Work Presentations
  • Number of Courses Where Computers are Used for Teaching Activities: Testing and Examining Students
  • Number of Courses Where Computers are Used for Teaching Activities: Maintain Student Records
  • Number of Courses Where Computers are Used for Teaching Activities: Preparation of Paper Teaching Materials
  • Number of Courses Where Computers are Used for Teaching Activities: Preparation of Own Lecture and Class Notes
  • Number of Courses Where Computers are Used for Teaching Activities: Running Student Tutorials
• Frequency of Communication Technology Use in Teaching:
  • Frequency of Communication Technology Use in Teaching: Chalk on the Chalkboard
  • Frequency of Communication Technology Use in Teaching: "Home" Video Tapes Created by You or Students
  • Frequency of Communication Technology Use in Teaching: Prerecorded Video Tapes
  • Frequency of Communication Technology Use in Teaching: Film
  • Frequency of Communication Technology Use in Teaching: Film Strips
  • Frequency of Communication Technology Use in Teaching: Photographic Slides by You
  • Frequency of Communication Technology Use in Teaching: Photographic Slides by Someone Else
  • Frequency of Communication Technology Use in Teaching: DVD Video and Audio
  • Frequency of Communication Technology Use in Teaching: Audio Tapes and CDs
  • Frequency of Communication Technology Use in Teaching: Video Conferencing
  • Frequency of Communication Technology Use in Teaching: Electronic Whiteboard
  • Frequency of Communication Technology Use in Teaching: Conference Phone Calls
  • Frequency of Communication Technology Use in Teaching: Transparencies on an Overhead Projector

Section 3 Tables:

• Attitudes Toward the Impact and Role of Computers in Education:
  • Attitudes Toward the Impact and Role of Computers in Education: The Delivery of Degree Programs Over the Internet Will Threaten Traditional Education
  • Attitudes Toward the Impact and Role of Computers in Education: The Delivery of Degree Programs Over the Internet Will Threaten My Institution
  • Attitudes Toward the Impact and Role of Computers in Education Increased Educational Use of Computers Will Threaten the Quality of Education at My Institution
  • Attitudes Toward the Impact and Role of Computers in Education: Increased Educational Use of Computers Will Improve the Quality of Education at My Institution
  • Attitudes Toward the Impact and Role of Computers in Education: The Delivery of Degree Programs Over the Internet Will Reinforce Educational Inequalities in Society
  • Attitudes Toward the Impact and Role of Computers in Education: The Delivery of Degree Programs Over the Internet Will Expand Educational Opportunities in Society
  • Attitudes Toward the Impact and Role of Computers in Education: Computers are Not Useful for Me in Teaching Students in My Courses
  • Attitudes Toward the Impact and Role of Computers in Education: Increased Educational Use of Computers Will Degrade the Role of the Teacher
  • Attitudes Toward the Impact and Role of Computers in Education: Increased Educational Use of Computers Will Enhance the Role of the Teacher
  • Attitudes Toward the Impact and Role of Computers in Education: Increased Educational Use of Computers Will Strengthen my Institution
  • Attitudes Toward the Impact and Role of Computers in Education: Increased Educational Use of Computers Will Threaten My Institution
  • Attitudes Toward the Impact and Role of Computers in Education: The Resources Put into Educational Computing Would be Better Spent on Other Forms of Educational Support
  • Attitudes Toward the Impact and Role of Computers in Education: Other Things Being Equal I Prefer to Publish on Paper Than on the Web
  • Attitudes Toward the Impact and Role of Computers in Education: Web Based Academic Publications are Not as Good as Paper Based Publications
  • Attitudes Toward the Impact and Role of Computers in Education: Academic Respect Should be Equal for Web and Paper Publications
  • Attitudes Toward the Impact and Role of Computers in Education: Academics Should be Expected to Use Computers in Their Teaching
• The Overall Importance of Computers for Respondent to Teaching, Research, Administration, and Personal Uses:
  • The Overall Importance of Computers for Respondent: Teaching Support and Preparation
    
  • The Overall Importance of Computers for Respondent: Teaching Delivery
    
  • The Overall Importance of Computers for Respondent: Research
    
  • The Overall Importance of Computers for Respondent: Writing
    
  • The Overall Importance of Computers for Respondent: Administration
    
  • The Overall Importance of Computers for Respondent: Personal Uses
    
• The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in Teaching, Research, Administration, and Personal Uses:
  • The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in: Teaching Support and Preparation
    
  • The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in: Teaching Delivery
    
  • The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in: Research
    
  • The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in: Writing
    
  • The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in: Administration
    
  • The Anticipated Increase/Decrease in Computer Time for Respondent Over the Next Two Years in: Personal Use
    
• Whether have Limited Computer Use in Teaching:
  • Whether have Limited Computer Use in Teaching: No Teaching Computer Use
  • Whether have Limited Computer Use in Teaching: Limited Teaching Use Generally
  • Whether have Limited Computer Use in Teaching: Limited Teaching Use Selectively
  • Whether have Limited Computer Use in Teaching: No Limitations
• Why Respondent has Limited or Not Used Computers in Teaching:
  • Why Respondent has Limited or Not used Computers in Teaching: Gimmick
    
  • Why Respondent has Limited or Not used Computers in Teaching: Generally Not a Help For Your Teaching
    
  • Why Respondent has Limited or Not used Computers in Teaching: No Technical Support for You
    
  • Why Respondent has Limited or Not used Computers in Teaching: No Technical Support for Students
    
  • Why Respondent has Limited or Not used Computers in Teaching: Too Complicated for You to Learn
    
  • Why Respondent has Limited or Not used Computers in Teaching: Too Complicated for Students to Learn
    
  • Why Respondent has Limited or Not used Computers in Teaching: Not Enough Time
    
  • Why Respondent has Limited or Not used Computers in Teaching: No Computer Access
    
  • Why Respondent has Limited or Not used Computers in Teaching: Insufficient Student Computer Access
    
  • Why Respondent has Limited or Not used Computers in Teaching: Unaware of Possibilities
    
  • Why Respondent has Limited or Not used Computers in Teaching: Detracts from Courses
    
  • Why Respondent has Limited or Not used Computers in Teaching: Consumes Too Much Valuable Class Time
    
  • Why Respondent has Limited or Not used Computers in Teaching: Computers are Not Reliable and Easy Enough for Class
    
• Whether Respondent has Used Some Computer Applications for Research or Professional Tasks More in the Past than Now
  
• Whether Respondent has Used Some Computer Applications for Research or Teaching Professional Tasks More in the Past than Now
  
• Whether there are Technologies not Emphasized by this Questionnaire that have Affected, or are Likely to Affect, the Way that the Respondent Teaches or Does Research

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Copyright 2001 Brian L. Campbell
Page last modified: October 18, 2001